¹Sri Sukarni,²Lalu Purnama Zulkarnaen

^1,2Universitas Pendidikan Mandalika

DOI : https://doi.org/10.47191/ijsshr/v6-i5-79

Google Scholar Download Pdf
ABSTRACT

This study aimed to describe student preferences toward the application of integrating assessment with learning activities. There were 125 non-English study program students of Universitas Pendidikan Mandalika taken as subject of this study. A survey research design was applied in this study since it studied student preferences in integrated assessment with learning activities. The integrated assessment with learning activities, namely listening integrated with speaking, listening integrated with writing, listening integrated with speaking and writing, and reading integrated with writing and speaking. Questionnaires was instrument of the study. The questionnaires used in this study consisted of four choices. The respondents are asked to choose one of the choices, namely like very much, like, less like, or dislike. Then all of the responses were analyzed using percentage to find out which items get the most preference and the least preference from the respondents. In fact, reading integrated with writi ng and speaking is the most assessment model preferred by the students among the four-integrating assessment with learning activities. There were 58.4% students like very much the assessment model. In other words, this model of integrated assessment with learning activities should be viewed as a holistic method that is adapted to the General English Courses objectives at Non-English Study Program.

KEYWORDS:

Integrated Assessment, General English Courses, Communicative Competence

REFERENCES

1) Rokhyati, U. (2013). Teaching English At Higher Education In Indonesia: Searching for Usefullness. SELT 2013 Proceeding, 235–240.

2) Pustika, R., & Wiedarti, P. (2019). The Implementation of Reading Instruction in Efl Classroom. ETERNAL (English, Teaching, Learning, and Research Journal), 5(1), 75. https://doi.org/10.24252/eternal.v51.2019.a7

3) Kemendikbud. (2017). Panduan Implementasi Kecakapan Abad 21 Kurikulum 2013 Di Sekolah Menengah Atas. In Jakarta: Direktorat Pembinaan Sekolah Menengah Atas. Direktorat Jenderal Pendidikan Dasar Dan Menengah Kementerian Pendidikan Dan Kebudayaan (pp. i–45).

4) Sulistiyo, U. (2016). Learning English As a Foreign Language in an Indonesian University: a Study of Non-English Department Students’ Preferred Activities Inside and Outside the Classroom. IJET (Indonesian Journal of English Teaching), 5(1), 1–26. https://doi.org/10.15642/ijet2.2016.5.1.1-26

5) Çağatay, S. (2015). Examining EFL Students’ Foreign Language Speaking Anxiety: The Case at a Turkish State University. Procedia - Social and Behavioral Sciences, 199, 648–656. https://doi.org/10.1016/j.sbspro.2015.07.594

6) Mumary Songbatumis, A. (2017). Challenges in Teaching English Faced by English Teachers at MTsN Taliwang, Indonesia. Journal of Foreign Languange Teaching and Learning, 2(2). https://doi.org/10.18196/ftl.2223

7) Shen, Y. (2012). Reconsidering English grammar teaching for improving non-English majors’ English writing ability. English Language Teaching, 5(11), 74–78. https://doi.org/10.5539/elt.v5n11p74

8) Mahanani, W. (2017). Problems and Solutions of Teaching English. The 6th ELTLT Conference Proceedings, 6th(October), 546–549.

9) Rachmajanti, S. (2008). Impact of English Instruction at The Elementary Schools on The Students’ Achievement of English at The Lower Secondary School. TEFLIN Journal, 19(2), 160–185.

10) Nurkamto, J. (2013). Problem Pengajaran Bahasa Inggris di Indonesia. Jurnal Ilmiah Masyarakat Linguistik Indonesia, 21(2), 288–307.

11) Faradilla, A. S., & Rukmini, D. (2019). The Communicative Competence Components Analysis in Using English through EIR. ELT Forum: Journal of English Language Teaching, 8(1), 78–85. https://doi.org/10.15294/elt.v8i1.27742

12) Sadiku, L. M. (2015). The Importance of Four Skills Reading, Speaking, Writing, Listening in a Lesson Hour. European Journal of Language and Literature, 1(1), 29. https://doi.org/10.26417/ejls.v1i1.p29-31

13) Abigail Ayiglo Kuwornu. (2017). Review of Issues of Language Assessments for Non-native Speakers of English. Sino- US English Teaching, 14(3). https://doi.org/10.17265/1539-8072/2017.03.005

14) Zuhriyah, S., & Pratolo, B. W. (2020). Exploring Students ’ Views in the Use of Quizizz as an Assessment Tool in English as a Foreign Language ( EFL ) Class. Universal Journal of Education Research, 8(11), 5312–5317. https://doi.org/10.13189/ujer.2020.081132

15) Apsari, Y., & Haryudin, A. (2017). the Analysis of English Lecturers’ Classroom-Based Reading Assessments To Improve Students’ Reading Comprehension. ELTIN JOURNAL, Journal of English Language Teaching in Indonesia, 5(1), 35. https://doi.org/10.22460/eltin.v5i1.p35-44

16) Meidasari, V. E. (2017). the Assessment and Evaluation in Teaching English As a Foreign Language. Indonesian EFL Journal, 1(2), 224. https://doi.org/10.25134/ieflj.v1i2.629

17) Lee, D. (2017). The Role of Assessment in Language Teaching, Learning and Materials Development. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2881901

18) Panizzon, D. (2020). Assessment, Learning and Teaching: A Symbiotic Relationship. The Art of Teaching Science, July, 140–158. https://doi.org/10.4324/9781003117896-11

19) Tosuncuoglu, I. (2018). Importance of Assessment in ELT. Journal of Education and Training Studies, 6(9), 163. https://doi.org/10.11114/jets.v6i9.3443

20) Jenkins, J., & Leung, C. (2016). Language Testing and Assessment. Language Testing and Assessment, September. https://doi.org/10.1007/978-3-319-02326-7

21) Benettayeb-Ouahiani, A. (2016). Assessment in the EFL University Classroom: between Tradition and Innovation. In Revue des études humaines et sociales ... (pp. 3–10). https://www.univ- chlef.dz/ratsh/la_revue_N_15/Article_Revue_Academique_N_15_2016/Lettre_philosophie/Article_8.pdf

22) Richards, J. C., & Renandya, W. A. (2002). Methodology_in_Language_Teaching_2002_scanned.pdf. Cambridge University Press.

23) Sabri, thabir saleh ahmed. (2019). Communicative Competence in English as a foreign language. Publicaciones Didacticas, April, 301–312. https://publicacionesdidacticas.com/hemeroteca/articulo/103153/articulo-pdf

24) V. Akilandeswari, A. Dinesh Kumar, A. Philomin Freeda, S. N. K. (2015). Elements of Effective Communication.International Journal of Multidiciplinary Research and Modern Education, 1(2015), 154–156.

25) Moyi, Mudassir Ismaila, & Galadima, S. (2020). Enhancing Communicative Competence in English through Conscious Efforts and Good Reading Culture: A Study of some Universities in Northern Nigeria. East African Scholars Journal of Education, Humanities and Literature, 3(10), 525–540. https://doi.org/10.36349/easjehl.2020.v03i10.005

26) Jeong, K. O. (2018). Developing efl learners’ communicative competence through multimedia-assisted language learning. Journal of Theoretical and Applied Information Technology, 96(5), 1367–1376.

27) Mandasari, B., & Oktaviani, L. (2018). English Language Learning Strategies: An Exploratory Study of Management And Engineering Students. Journal of English Education and Applied Linguistics, 2, 61–79. 28) Cresswell, J.C & Guetterman, T. . (2018). Educationa Research: Planning, Conductiong, and Evaluating Quantitative

and Qualitative Research (6th ed). Boston, MA: Pearson.

29) Ponto, J. (2015). Understanding and Evaluating Survey Research. Journal of the Advanced Practitioner in Oncology, 6(2), 168–171. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4601897/pdf/jadp-06-168.pdf

30) Board, N. A. G. (2012). Reading Framework for the 2013 National Assessment of Educational Progress. In National Assessment Governing Board. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED542063&site=ehost-live

31) Habib, M. (2016). Assessment of Reading Comprehension. Revista Romaneasca Pentru Educatie Multidimensionala, VIII(I), 125–147. https://doi.org/10.18662/rrem/2016.0801.08

VOlUME 06 ISSUE 05 MAY 2023